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Image from page 56 of "Biennial report of the Superintendent of Public Instruction, state of Montana" (1894) | by Internet Archive Book Images
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Image from page 56 of "Biennial report of the Superintendent of Public Instruction, state of Montana" (1894)

Identifier: biennialrep191622ortofmontrich

Title: Biennial report of the Superintendent of Public Instruction, state of Montana

Year: 1894 (1890s)

Authors: Montana. Dept. of Public Instruction

Subjects: Montana. Dept. of Public Instruction Education

Publisher: Helena, Mont. : State Pub. Co.

Contributing Library: Montana State Library

Digitizing Sponsor: Montana State Library


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Text Appearing Before Image:

t it should be, the thought ofthe first class graded school with suitable equipment and apermanent and fully accredited high school course cannot befully considered, for in the long run, carrying on a school ofthat kind is not a question of enthusiasm, of sentiment, orof need, but one of dollars and cents with which equipmentcan be provided and teachers paid. When the proper valuation is in sight, whether it hasbeen secured by consolidation or otherwise, the first year ofthe course best adapted to the needs of the community inwhich the school is located should be taken up and strictlyadhered to until sufficient teaching force can be employedto carry on additional work. In determining this, it shouldbe remembered that no recitation period should be shorterthan forty minutes, that the very best high school in themiddle west would lose its accredited standing that it prizesmost highly, that of the North Central Association, if evenone of its teachers handled more than six recitations per


Text Appearing After Image:

NEW BUILDING AT LIVINGSTON. 52 FOURTEENTH BIENNIAL REPORT day, and that the best interests of all the pupils from theprimary to the highest grade carried must be considered.Then a permanent record, giving each subject, the name ofthe teacher, text book used, number of pages covered, num-ber of recitation periods, length of each period and grade re-ceived, should be kept so that any pupil can get a statementof work done that will be of real service to him, in case hewishes to continue work with another teacher or in anotherschool. With this thought kept in mind, the work can be builtfrom the ground up, no districts will be compelled to behopelessly in debt, the boys and girls can receive instructionthat will help them if they stay at home and help them ifthey go away for further preparation, and both large andsmall high schools can work together with the elementaryschools on a basis of mutual understanding that will hastenthe day when secondary education will come to the placewhere it


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Taken circa 1894